| Further support for the developmental significance of the quality of the teacher–student relationship JN Hughes, TA Cavell, V Willson Journal of school psychology 39 (4), 289-301, 2001 | 657 | 2001 |
| Teacher–student relationships as compensatory resources for aggressive children BT Meehan, JN Hughes, TA Cavell Child development 74 (4), 1145-1157, 2003 | 635 | 2003 |
| Influence of the teacher-student relationship in childhood conduct problems: A prospective study JN Hughes, TA Cavell Journal of clinical child psychology 28 (2), 173-184, 1999 | 456 | 1999 |
| Social adjustment, social performance, and social skills: A tri-component model of social competence TA Cavell Journal of clinical child psychology 19 (2), 111-122, 1990 | 428 | 1990 |
| The role of relational aggression in identifying aggressive boys and girls C Henington, JN Hughes, TA Cavell, B Thompson Journal of School Psychology 36 (4), 457-477, 1998 | 353 | 1998 |
| A positive view of self: Risk or protection for aggressive children? JN Hughes, TA Cavell, PB GROSSMAN Development and psychopathology 9 (1), 75-94, 1997 | 295 | 1997 |
| Callous/unemotional traits moderate the relation between ineffective parenting and child externalizing problems: A partial replication and extension M Oxford, TA Cavell, JN Hughes Journal of Clinical Child and Adolescent Psychology 32 (4), 577-585, 2003 | 265 | 2003 |
| Church on Sunday, work on Monday: The challenge of fusing Christian values with business life LL Nash, S McLennan, KH Blanchard Jossey-Bass, 2001 | 179 | 2001 |
| Staying with initial answers on objective tests: Is it a myth? LT Benjamin Jr, TA Cavell, WR Shallenberger III Teaching of Psychology 11 (3), 133-141, 1984 | 167 | 1984 |
| Working with parents of aggressive children: A practitioner's guide. TA Cavell American Psychological Association, 2000 | 160 | 2000 |
| Gender, ethnicity, development, and risk: Mentoring and the consideration of individual differences N Darling, GA Bogat, TA Cavell, SE Murphy, B Sánchez Journal of Community Psychology 34 (6), 765-780, 2006 | 149 | 2006 |
| Secondary prevention as context for assessing change processes in aggressive children TA Cavell, JN Hughes Journal of School Psychology 38 (3), 199-235, 2000 | 143 | 2000 |
| Introduction to critical readings: Media and gender C Carter, L Steiner Critical readings: Media and gender 1, 1-10, 2004 | 120* | 2004 |
| Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings. AJ Bridges, AR Andrews III, BT Villalobos, FA Pastrana, TA Cavell, ... Journal of Latina/o Psychology 2 (1), 37, 2014 | 102 | 2014 |
| Relationship quality and the mentoring of aggressive, high-risk children TA Cavell, LC Elledge, KT Malcolm, MA Faith, JN Hughes Journal of Clinical Child & Adolescent Psychology 38 (2), 185-198, 2009 | 93 | 2009 |
| Adverse School Context Moderates the Outcomes of Selective Interventions for Aggressive Children. JN Hughes, TA Cavell, BT Meehan, D Zhang, C Collie Journal of Consulting and Clinical Psychology 73 (4), 731, 2005 | 93 | 2005 |
| The self‐systems of aggressive children: A cluster‐analytic investigation JF Edens, TA Cavell, JN Hughes Journal of Child Psychology and Psychiatry 40 (3), 441-453, 1999 | 91 | 1999 |
| Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research S Bevitt Assessment & Evaluation in Higher Education 40 (1), 103-119, 2015 | 86* | 2015 |
| Social cognitive differences between aggressive–rejected and aggressive–nonrejected children JS Yoon, JN Hughes, TA Cavell, B Thompson Journal of school psychology 38 (6), 551-570, 2000 | 78 | 2000 |
| School-based mentoring as selective prevention for bullied children: A preliminary test LC Elledge, TA Cavell, NT Ogle, RA Newgent The Journal of Primary Prevention 31 (3), 171-187, 2010 | 77 | 2010 |
